ASSESSMENT+TASKS

** CHARACTER PORTRAIT. ** In either their logbook or wiki page, students are to construct a character portrait for the person they are going to be on the McDonalds excursion. It should be detailed and followed the categories listed on the outline on P. 154 of //Drama Studies//. This forms a major part of the logbook assessment.
 * ASSESSMENT TASK ONE. **
 * The Task. **

**Length-** 500 words minimum.

**Marks-** 20.

**Weight-** part of 10% for logbook.

**Date-** Term 4, Week 7.

**Outcomes Tested:** 5.2.2, 5.2.3, 5.3.1- .3


 * Marking Guidelines. **

17-20: The portrait is detailed in every section and shows a lot of potential for use in performance. The student shows strong imaginative engagement with the character, rich research and a comprehensive understanding of Stanislavski’s system and terminology.

12-16: The portrait has detail in most sections and shows some potential for use in performance. The student shows some engagement with the character, some research and a substantial understanding of Stanislavski’s system and terminology. . 8-11: The portrait is superficial and sketchy in most section and shows limited potential for use in performance. The student shows a basic (upper) to limited (lower) engagement with the character, basic to limited research and a basic understanding of Stanislavski’s system and terminology. . 0-7: The portrait is lacking in detail and underlength and shows little or no potential for use in performance. The student shows little or no imaginative engagement with the character, little research and a minimal understanding of Stanislavski’s system and terminology. .
 * COMMENTS: **

** ASSESSMENT TASK TWO. **

** THE MCDONALDS EXCURSION. ** Students are to take their chosen character on a trip to McDonalds during a double period of Drama. They need a strong reason for the character to go there and the situation is completely improvised. Students will be assessed on the focus and integrity of the presentation of the character.
 * The Task. **

**Marks-** 20.

**Weight-** 20%

**Date-** Term 4, Week 8.

**Outcomes Tested:** 5.1.1- .4, 5.2.1- .3.


 * Marking Guidelines. **

20-17: The student strongly sustains the character throughout the improvisation, reacting honestly and believably to different stimuli. Actions and reactions show an imaginative engagement with the circumstances of the improvisation. There is strong attention to detail of costume, movement, voice and body language.

16-13: The student mostly sustains the character throughout the improvisation, reacting with some honesty and credibility to different stimuli. Actions and reactions show some engagement with the circumstances of the improvisation. There is some attention to detail of costume, movement, voice and body language.

12-8: The student has limitations in sustaining the character throughout the improvisation, reacting with limited credibility to different stimuli. Actions and reactions show basic engagement with the circumstances of the improvisation. There is basic attention to detail of costume, movement, voice and body language.

0-7: The student shows little ability in sustaining the character throughout the improvisation, reacting with little or no honesty and credibility to different stimuli. Actions and reactions show minimal engagement with the circumstances of the improvisation. There is minimal attention to detail of costume, movement, voice and body language.


 * COMMENTS: **

** ASSESSMENT TASK THREE. **

**** ACTION OBJECTIVES ANALYSIS OF A SCENE FROM **** Students are to analyse an allocated scene from //Summer of the Aliens// according to beats, actions and objectives for their assigned character. This is to be done in chart form. This forms another part of the logbook assessment.
 * // SUMMER OF THE ALIENS //**
 * The Task. **


 * Length-** variable.


 * Marks-** 20.


 * Weight-** part of 10% for logbook.


 * Date**- Term 1, Week 3.


 * Outcomes Tested:** 5.2.2, 5.2.3, 5.3.1- .3


 * Marking Guidelines. **

17-20: The student shows a sophisticated awareness of the intentions of the assigned character in the scene and accurately analyses this in terms of objectives. The suggested list of actions is very detailed and shows a strong imaginative engagement with the character.

12-16: The student shows some awareness of the intentions of the assigned character in the scene and describes this in terms of objectives. The suggested list of actions is descriptive and shows some connection with the character.

8-11: The student shows a limited awareness of the intentions of the assigned character in the scene and describes the action superficially instead of analysing forobjectives. The suggested list of actions is limited to superficial and shows a limited connection with the character.

0-7: The student shows little or no awareness of the intentions of the assigned character in the scene and provides a minimal description of the action. The suggested list of actions is also minimal and shows little or no connection with the character.


 * COMMENTS: **

** ASSESSMENT TASK FOUR. ** ** PERFORMANCE OF A SCENE FROM //SUMMER OF THE ALIENS.// **

Students are to perform an allocated scene from //Summer of the Aliens// showing clearly in the performance the actions and objectives for their assigned character.
 * The Task. **

**Length-** 5-7 minutes

**Marks-** 20.

**Weight-** 5% of 20% for Year 11 Production.

**Date**- Term 4, Week 6.

**Outcomes Tested:** 5.2.2, 5.2.3, 5.3.1- .3


 * Marking Guidelines. **

17-20: The student shows sophisticated control of the elements of drama, including tension, focus and pace. Objectives are clearly communicated through engaging choices in the use of voice, body language and movement. The student shows an exemplary understanding of the use of the space and the relationship with the audience. Character is communicated with flair, detail and energy. Strong ensemble work is evident through the use of reactions.

12-16: The student shows substantial control of the elements of drama, including tension, focus and pace. Objectives are well communicated through effective choices in the use of voice, body language and movement. The student shows good understanding of the use of the space and the relationship with the audience. Character is communicated with competence and energy. Reasonable ensemble work is evident through the use of reactions.

8-11: The student shows some control of the elements of drama, including tension, focus and pace. Objectives are communicated through predictable, but mostly choices in the use of voice, body language and movement- but not all to the same degree. The student shows basic understanding of the use of the space and the relationship with the audience. Character is communicated adequately, but limited sense of engagement. Some ensemble work is evident through the use of reactions.

0-7: The student shows limited to minimal control of the elements of drama, including tension, focus and pace. Objectives are communicated in a limited fashion through inappropriate choices in the use of voice, body language and movement. The student shows little understanding of the use of the space and the relationship with the audience. Character is communicated in an incoherent or incomplete fashion. Minimal use of reactions.


 * COMMENTS: **

** ASSESSMENT TASK FIVE. **

**THE LOGBOOK **

** The Task. ** Students are to keep a logbook or wikipage which contains notes from reading, reflections on workshops and skill acquisition. It should also include the character portrait and objectives analysis mentioned above in Tasks 1 and 3.


 * Length-** variable.


 * Marks-** 20.


 * Weight-** part of 10%.


 * Date**- Term 1, Week 4.


 * Outcomes Tested:** 5.3.1- 5.3.3


 * Marking Guidelines. **

17-20: The logbook has detailed entries on, and shows a sophisticated understanding of aspects of Stanislavski’s system of acting. The reflections on the workshops, practical exercises and performances show an exemplary understanding of the elements of drama.

12-16: The logbook has substantial entries on, and shows an effective understanding of aspects of Stanislavski’s system of acting. The reflections on the workshops, practical exercises and performances show an effective understanding of the elements of drama.

8-11: The logbook has adequate entries on, and shows some understanding of aspects of Stanislavski’s system of acting. The reflections on the workshops, practical exercises and performances show a basic understanding of the elements of drama.

0-7: The logbook has limited to minimal entries on, and shows a limited understanding of aspects of Stanislavski’s system of acting. The reflections on the workshops, practical exercises and performances show a limited understanding of the elements of drama.


 * COMMENTS: **